Rigorous Evaluation of the READY to Stand Curriculum as a Tool to Prevent the Commercial Sexual Exploitation of Children Among Racially and Ethnically Diverse Urban Youth

项目摘要 对儿童的商业性剥削(CSEC)在美国是一种公共健康危机。然而，到目前为止， 我们对如何预防CSEC知之甚少。Set Me Free项目已经开发出准备站起来的 (RTS)课程由四个45分钟的模块组成，面向高中生和学校实施 人事部。动态RTS为学生提供关于CSEC的心理教育，健康的人际关系技巧 培训、确定安全的人员和资源，以及编制组件以提高自我价值 还有其他人。作为拟议项目的一部分，将增加两个45分钟的单元，以加强即时通讯服务 重点是在CSEC情况下进行旁观者干预培训，并将学校和社区规范转变为 不容忍一切形式的暴力，包括CSEC。尽管RTS有减少CSEC的潜力，但它已经 从未被评估过。包括研究人员在内的多方利益相关者合作的首要目标是， 教育工作者、实践者和青年将对RTS进行过程和严格的结果评估 如果被认为有效的话，着眼于广泛传播到美国的其他社区。这个 实施地点包括得梅因公立学校的五所传统高中和三所替代高中 (DMP)；学生主要是种族/少数民族(65%)和低收入(76%)。A组分(1-2年)， 改进和规划阶段，包括创建一个研究咨询委员会(RAB)，该委员会由以下人员组成 研究人员、实践者、教育者、照顾者和青年；开发两个补充45分钟 关于旁观者干预和社会规范的模块，用于RTS(学生版)和90- 用于学校人员的分钟RTS版本；创建心理测量学验证的调查工具以 衡量CSEC的实施和受害以及相关的CSEC结构；以及进行公开的 RTS在DMPS的一所传统高中和一所替代高中的试点试验(n=878名学生； N=78名学校工作人员)。B部分(第3至第5年)包括严格的评价阶段，包括 准实验研究，其中剩余的四所传统高中和两所替代学校 随机分配到治疗或等待名单控制条件。学生(n=7241)将完成基线 以及为期6个月、12个月和18个月的跟踪调查，以检验参与RTS将导致 减少CSEC犯罪(主要结果)以及减少CSEC受害者和青少年 约会暴力和性侵犯受害和实施以及#年旁观者干预增加 CSEC情况(次要结果)。我们将评估调解人(例如，CSEC知识的增加、CSEC 旁观者效能感)和人口统计主持人对计划的影响并进行深入的过程 评估包括来自学生(n=7241)和学校工作人员(n=396)的数据。本研究 代表了对CSEC预防计划的第一次严格评估。两个组件A的研究结果 而B将通过RAB的参与广泛传播给不同的受众。

Project Summary The commercial sexual exploitation of children (CSEC) is a public health crisis in the U.S. To date, however, we know little about how to prevent CSEC. The Set Me Free Project has developed the READY to Stand (RTS) curriculum consisting of four, 45-minute modules implemented to high school students and school personnel. The dynamic RTS provides students with psychoeducation on CSEC, healthy relationship skills training, identification of safe people and resources, and programming components to enhance valuing of self and others. As part of the proposed project, the RTS will be enhanced with two additional 45-minute modules that focus on bystander intervention training in situations of CSEC and shifting school and community norms to be intolerant of all forms of violence, including CSEC. Despite its potential for reducing CSEC, the RTS has never been evaluated. The overarching goal of this multi-stakeholder collaboration, including researchers, educators, practitioners, and youth, is to conduct both a process and rigorous outcome evaluation of the RTS with an eye toward widespread dissemination to other communities in the U.S., if deemed effective. The implementation site includes five traditional three alternative high schools in Des Moines Public Schools (DMPS); students are largely racial/ethnic minority (65%) and low-income (76%). Component A (Years 1-2), the refinement and planning phase, includes the creation of a Research Advisory Board (RAB) comprised of researchers, practitioners, educators, caregivers, and youth; development of the two supplemental 45-minute modules on bystander intervention and social norms for the RTS (student version) and enhancement of the 90- minute RTS for school personnel version; creation of psychometrically validated survey instruments to measure CSEC perpetration and victimization and related CSEC constructs; and the conduction of an open pilot trial of the RTS with one traditional high school and one alternative high school in DMPS (n=878 students; n=78 school personnel). Component B (Years 3-5) comprises the rigorous evaluation phase and includes a quasi-experimental study in which the remaining four traditional high schools and two alternative schools are randomly assigned to the treatment or wait-list control conditions. Students (n=7,241) will complete baseline and 6-, 12-, and 18-month follow-up surveys to test the hypothesis that participation in the RTS will lead to reductions in CSEC perpetration (primary outcome) as well as reductions in CSEC victimization and teen dating violence and sexual assault victimization and perpetration and increases in bystander intervention in CSEC situations (secondary outcomes). We will assess mediators (e.g., increases in CSEC knowledge, CSEC bystander efficacy) and demographic moderators of program impact and conduct an in-depth process evaluation that includes data from both students (n=7,241) and school personnel (n=396). This study represents the first ever rigorous evaluation of a CSEC prevention program. Findings from both Components A and B will be widely disseminated to diverse audiences with RAB engagement.